CAPITAL HIGH SCHOOL
Business Education
CIP Code: 520301
Course Title: Accounting 1A, 1B
Course Description: The first year of Accounting consists of:
 The basic accounting cycle, as it relates to service and merchandising businesses organized as
sole proprietorships, partnerships or corporations.
 Generally accepted accounting concepts, principles and terminology.
 A strong component of automated accounting integrated into the class.
Purpose of Course: The first year course is intended for students who have a variety of career
objectives including:
 Commencing a vocational program and preparing for careers in the accounting area of business.
 Acquiring knowledge and skill needed for careers in related business fields as well as personal
use.
 Developing a foundation on which to continue studying business and accounting at the postsecondary level.
Graduation Requirement: Elective course; fulfills 1 occupational education credit per semester
Prerequisite:
1A—None; 1B—requires 1A
Course Level: 9th to 12th grade
Course Length: 90 hours (1 semester) each
Tech Prep: Five (5) college credits may be awarded through South Puget Sound Community College (SPSCC) for
students who receive a B or better in both Accounting 1A and 1B.
SYLLABUS
First-year Accounting is a 180-hour exploratory course designed to provide complete coverage of three
types of businesses—proprietorship, partnership, and corporation. Each type of business is presented in
a complete accounting cycle covering analyzing transactions, journalizing, posting, petty cash, financial
statements, and adjusting and closing entries. It is a foundational course for students in the Business and
Marketing Pathway and prepares students for any of the five career clusters (identified by the U.S.
Department of Education States Career Clusters) in the Business and Marketing Pathway. Specific
learning standards will be outlined in the framework. All of these tools will continue to be used throughout
the high school exploratory and preparatory sequence.
COURSE OVERVIEW
The outline below gives an overview of the components of the first-year Accounting course. This
framework includes the performance task/assessment, standards and competencies, and connection to
Washington State Education Reform Initiatives including EALRs and Goals 1-4. The standards for this
framework are taken from the National Business Education Standards released in October 2001
(www.nbea.org) and the College Readiness Math Standards.
COURSE OUTLINE
Integrated
Standards
Integrated
Professional Business Ethics
Cultural Diversity
Legal Issues in Accounting
Rules, Expectations, Introductions, Ergonomics
Career Development, Ethical Responsibilities, Leadership, Safety
and Security, Teamwork, Diversity
Presents dilemmas that can arise in day-to-day business
operations
Shows students that many different cultures around the world and
throughout history have contributed to the development of
accounting and financial recordkeeping
Covers the legal issues involved in forming and dissolving the
different forms of business organization and touches on other
legal aspects of business life
Part 1: Accounting for a Service Business Organized as a Proprietorship
In Part 1 the business begins as a proprietorship with only a cash investment by the owner.
1 week
Starting a Proprietorship:
Describes how a proprietorship is started and the transactions that
Changes that Affect the
occur when the business is organized. The accounting equation
Accounting Equation
is used to analyze the transactions.
1 week
Analyzing Transactions into
Continues with additional transactions for starting a business. It
Debit and Credit Parts
also analyzes transactions using T accounts. The theory of debit
and credit is built around the relationship between the left and
right sides of the accounting equation and the left and right sides
of a T account.
1 week
Journalizing Transactions
Begins the journalizing process using the transactions from
Chapters 1-2 for consistency and follow through.
1 week
Posting to a General Ledger
Analyzes posting procedures.
1 week
Cash Control Systems
Includes information on bank accounts and petty cash as they
apply to a proprietorship. It also includes electronic funds
transfers and debit card transactions. Cash control systems are
important to each form of business.
2 weeks
Reinforcement Activity 1—
Presents the whole accounting cycle for a service business
Part A
organized as a proprietorship.
1 week
Work Sheet for a Service
Guides students through the preparation of a work sheet.
Business
Adjusting entries are introduced as they apply to a proprietorship.
1 week
Financial Statements for a
Presents financial statements and basic financial statement
Proprietorship
analysis for critical thinking.
1 week
Recording Adjusting and
Completes the accounting cycle for a proprietorship and explains
Closing Entries for a Service
how to record adjusting and closing entries.
Business
2 weeks
Reinforcement Activity 1—
Completes the accounting cycle for a service business organized
Part B
as a proprietorship.
Part 2: Accounting for a Merchandising Business Organized as a Corporation
Part 2 presents a complete accounting cycle for a merchandising business organized as a corporation. The
primary differences between a merchandising business and a service business are that a merchandising
business purchases merchandise for resale, charges sales tax on sales of merchandise, and includes a cost
of merchandise sold section on the income statement.
The corporation form of business organization requires different equity accounts and an additional financial
statement. The business in this part uses subsidiary ledgers and has a payroll system for compensating
employees.
1 week
Journalizing Purchases and
Present the daily transactions of a merchandising business.
Cash Payments
Merchandise is purchased for cash and on account, and
merchandise is sold for cash and on account. In addition, credit
1 week
Journalizing Sales and Cash
Receipts Using Special Journals card sales are described.
1 week
Posting to General and
Describes posting to the general ledger and the accounts payable
Subsidiary Ledgers
and accounts receivable subsidiary ledgers.
1 week
Preparing Payroll Records
Introduces payroll procedures. Covers the calculations for
employee earnings and deductions and the completion of a payroll
1 week
Payroll Accounting, Taxes, and
register and employee earnings records. Continues with the
Reports
calculations for employer payroll taxes, the journal entries for
payroll transactions, and payroll reports.
2 weeks
Reinforcement Activity 2—
Presents the whole accounting cycle for a merchandising
Part A
business organized as a corporation.
1 week
Work Sheet for a Merchandising Begins the end-of-fiscal-period work by describing the work sheet
Business
and adjustments for merchandise inventory, supplies, prepaid
expenses, uncollectible accounts, depreciation, and federal
income tax. Methods used to estimate uncollectible accounts and
depreciation adjustments, introduced in this chapter, are
expanded in Part 3.
1 week
Financial Statements for a
Continues the end-of-fiscal-period work with the preparation of
Corporation
financial statements and introduces the statement of stockholders’
equity.
1 week
Recording Adjusting and
Completes the accounting cycle with the recording of adjusting
Closing Entries for a
and closing entries and the preparation of a post-closing trial
Partnership
balance.
2 weeks
Reinforcement Activity 2—
Completes the accounting cycle for a merchandising business
Part B
organized as a corporation.
Part 3: Accounting for a Merchandising Business Organized as a Corporation—Adjustments and Valuation
Part 3 presents the accounting cycle one more time, focusing on accounting procedures that result in
additional end-of-fiscal-period adjustments. Accounting procedures for managing selected asset and liability
accounts are introduced. The company illustrated is a merchandising business organized as a corporation.
1 week
Accounting for Uncollectible
Reviews the procedures for estimating uncollectible accounts
Accounts Receivable
1 week
Accounting for Plant Assets and
Depreciation
1 week
Accounting for Inventory
1 week
Accounting for Notes and
Interest
Reinforcement Activity 3—
Part A
2 weeks
1 week
Accounting for Accrued
Revenue and Expenses
1 week
End-of-Fiscal-Period Work for a
Corporation
2 weeks
Reinforcement Activity 3—
Part B
introduced in Chapter 14. The writing off of uncollectible accounts
is presented.
Describes a full range of concepts and procedures related to
accounting for and reporting plant assets. Straight-line
depreciation, introduced in Chapter 14, is reviewed, and the
double-declining balance method is presented. Disposal of plant
assets is discussed, including the calculation and report of gains
on losses on disposal.
Focuses on merchandise inventory. Inventory is costed using the
FIFO, LIFO, and weighted average methods. The gross profit
method of estimating inventory is also presented.
Presents a range of topics related to notes payable and notes
receivable.
Presents the whole accounting cycle for a merchandising
business organized as a corporation including adjustments and
valuations.
Continues the discussion of notes payable and receivable,
focusing on end-of-fiscal-period adjusting, closing, and reversing
entries for accrued revenue and expenses.
Presents the end-of-fiscal-period work for a merchandising
business organized as a corporation. A work sheet and financial
statements are prepared. Adjusting, closing, and reversing entries
are prepared. Additional methods for analyzing financial
statements are introduced.
Completes the whole accounting cycle for a merchandising
business organized as a corporation including adjustments and
valuations..
Part 4: Additional Accounting Procedures
Presents GiftPak, a business organized as a partnership, which sells gift baskets and boxes internationally
through traditional and online sales.
1 week
Accounting for Partnerships
Covers forming and dissolving a partnership, as well as
distributing the earnings of a partnership and preparing
partnership financial statements.
1 week
Recording International and
Explains the challenges and accounting for international sales and
Internet Sales
how to record Internet sales.
COURSE STRATEGIES
Project-Based Curriculum. Project-based learning is a teaching and learning strategy that engages
students in complex activities. It usually requires a cooperative learning group environment that focuses
on a product or performance over several class periods. A project involves research, problem solving,
synthesis and organizational skills. This way of teaching allows for incorporation of authentic
assessments, higher order thinking skills, and experiences related to the student’s interests. In using
authentic assessments, students will not be graded on an activity level, but on a project or performance
level.
Team Building/Peer Assessment. In a problem-based learning environment, team building plays a critical
role. Students learn how to become a part of a successful team as they would in a working environment.
The behaviors the students will learn are: pooling information and resources, sharing responsibility and
leadership, building on the ideas of others, authentic communication skills and a level of trust and
collaboration. Peer assessment promotes accountability, active participation and responsibility for
individual learning. This is appropriate for group projects because team members are in the best position
to judge the quality and effectiveness that each member has contributed to the project. Assessments will
encourage reflection on what was learned and initiate great classroom discussions. This allows the
teaching of positive communication skills.
Authentic Assessment. Authentic assessment is an educational tool that guides the purposes of learning
as well as evaluation. This allows clear criteria for students to self assess their work and the work of their
peers. It provides the opportunity for revision and guides them in how to achieve the objectives. W hen
given a clearly defined set of objectives, also known as a rubric, students themselves can be the source
of feedback. Teachers will monitor students through checkpoints as the project progresses.
Performance-Based Assessment. Performance assessments will be used to monitor student success as
the curriculum builds from simple to more complex project-based curriculum. Students will be involved in
the assessment model as the 36 weeks progress and will have the opportunity to excel based on their
own decisions, their team decisions and their assessment decisions.
TEACHER PREPARATION
Teacher as Facilitator. Teachers are invited to empower students to become autonomous and be
accountable for their own learning. A traditional way of teaching is “teacher-centered” where the teacher
lectures and assigns readings and/or tasks. This type of teaching may not take into account individual
learning styles.
Project-based learning is “learner-centric”. In this model, teachers may introduce ideas and projects and
students use the tools and resources available to them to find answers and complete projects. From the
beginning, the students know the goals and base their learning by doing tasks that engage their minds.
Students are encouraged to use critical thinking skills, teaming skills and “tools” that will increase reading,
writing, and communications skills.
ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRS):
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READING
 The student understands and uses different skills and strategies to read [1.0].

Build vocabulary through wide reading [1.3].
 The student understands the meaning of what is read [2.0].

Demonstrate evidence of reading comprehension [2.1].

Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary
and informational text [2.3].
 The student reads different materials for a variety of purposes [3.0].

Read to perform a task [3.2].

Read for career applications [3.3].
WRITING
 The student writes in a variety of forms for different audiences and purposes [2.0].

Writes for career applications [2.4].
COMMUNICATION
 The student uses listening and observation skills and strategies to gain understanding [1.0].

Uses listening and observation skills and strategies to focus attention and interpret information [1.1].
MATHEMATICS
 The student uses mathematics to define and solve problems [2.0].

Investigate situations [2.1].

Apply strategies to construct solutions [2.2].
 The student uses mathematical reasoning [3.0].

Analyze information [3.1].

Make predictions, inferences, conjectures, and draw conclusions [3.2].

Verify results [3.3].
 The student communicates knowledge and understanding in both everyday and mathematical language [4.0].

Gather information [4.1].
 The student understands how mathematical ideas connect within mathematics, to other subject areas, and
to real-life situations [5.0].

Relate mathematical concepts and procedures to other disciplines [5.2].

Relate mathematical concepts and procedures to real-world situations [5.3].
THINKING
PROBLEM SOLVING
SCHOOL AND WORK CONNECTION
COLLEGE READINESS MATHEMATICS STANDARDS:

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ATTRIBUTES: Success in college depends on a student’s ability to respond to the challenges presented by new
problems and new ideas.
 Demonstrates intellectual engagement.
 Takes responsibility for own learning.
 Perseveres when faced with time-consuming or complex tasks.
 Pays attention to detail.
REASONING/PROBLEM-SOLVING: The student uses logical reasoning and mathematical knowledge to define
and solve problems. [1.0]
 Analyze a situation and describe the problem(s) to be solved. [1.1]
 Formulate a plan for solving the problem. [1.2]
 Use logical reasoning and mathematical knowledge to obtain and justify correct solutions. [1.3]
COMMUNICATION: The student can interpret and communicate mathematical knowledge and relationships in
both mathematical and everyday language. [2.0]
 Summarize and interpret mathematical information which may be in oral or written formats. [2.1]
 Use symbols, diagrams, graphs, and words to clearly communicate mathematical ideas, reasoning, and their
implications. [2.2]
 Produce mathematically valid oral, written, and/or symbolic arguments to support a position or conclusion,
using both mathematical and everyday language. [2.3]
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CONNECTIONS: The student extends mathematical thinking across mathematical content areas, and to other
disciplines and real life situations. [3.0]
 Use mathematical ideas and strategies to analyze relationships within mathematics and in other disciplines
and real life situations. [3.1]
 Understand the importance of mathematics as a language. [3.2]
 Make connections by using multiple representations, e.g., analytic, numeric, and geometric. [3.3]
 Abstract mathematical models from word problems, geometric problems, and applications. [3.4]
NUMBER SENSE: The student accurately describes and applies concepts and procedures related to real and
complex numbers. [4.0]
 Understand the concept of real numbers. [4.1]
 Apply estimation strategies using real numbers. [4.3]
 Understand the concept of complex numbers and perform computations with complex numbers [4.4]
PROBABILITY/STATISTICS: The student accurately describes and applies concepts and procedures from
probability and statistics to analyze data. [6.0]
 Use empirical/experimental and theoretical probability to investigate, represent, solve, and interpret the
solutions to problems involving uncertainty (probability) or counting techniques. [6.1]
 Develop informative tables, plots, and graphic displays to accurately represent and study data. [6.2]
 Develop and evaluate inferences and predictions that are based on data. [6.3]
 Create and evaluate the suitability of linear models for a data set. [6.4]
FUNCTIONS: The student accurately describes and applies function concepts and procedures to understand
mathematical relationships. [8.0]
 Recognize functional relationships presented in words, tables, graphs, and symbols. [8.1]
CONTENT
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CAREER DEVELOPMENT FRAMEWORK: The technical core of Career Development will develop concepts
related to career exploration, selection, and preparation integrated throughout the student's educational
experiences. Students through this technical core standard will:
 Understand a variety of career options and how they are influenced by personal strengths, weaknesses,
interests, and wants.
 Use a variety of career resources to learn about career opportunities.
 Use career planning skills.
 Use workplace readiness skills.
ETHICAL RESPONSIBILITIES FRAMEWORK: The technical core of Ethical Responsibilities will develop an
understanding of legal and ethical responsibilities and typically accepted practices, including expectations and
the implications of practices on business systems. Students through this technical core standard will:
 Identify the laws and regulations that affect business.
 Understand ethical concepts as related to the business environment.
LEADERSHIP FRAMEWORK: The mission of teaching Leadership will be to develop skills that empower
students to assume and model responsible roles in family, community, and work.
 Identify appropriate leader characteristics and styles.
 Identify the purpose of various professional organizations.
SAFETY AND SECURITY FRAMEWORK: The technical core of Safety and Security will develop an
understanding of existing and potential hazards to customers and employees. Students will prevent injury or
illness through safe work practices and follow health, safety, and security policies and procedures. Students
through this technical core standard will:
 Know appropriate response to an emergency.
 Know basic security procedures and protocols.
 Know appropriate organizational and regulatory guidelines for area of work.
 Know how to reduce risks and hazards in the workplace.
TEAMWORK FRAMEWORK: The technical core of Teamwork will develop active participation in a wide variety
of work teams. Students will understand the various roles of team members and will interact effectively and
sensitively with all team members. Students through this technical core standard will:
 Use a variety of team membership skills in different workplace settings.
 Understand how to work with team members from diverse backgrounds in the workplace.
 Know how to manage conflict within the workplace.
DIVERSITY FRAMEWORK: The technical core of Diversity will develop an appreciation for and respectful
interaction with diverse populations, the elimination of harassment, bias and stereotyping, and non-traditional
training and employment opportunities. Students through this technical core standard will:
 Students demonstrate an appreciation for diversity of culture, ethnicity, physical capacity, age, and gender
as societal strengths.
 Students respectfully interact with diverse populations in schools, communities, and workplaces.
 Students will recognize and support the elimination of harassment, bias, and stereotyping.
COMPUTATION FRAMEWORK: The technical core of Computation will develop computation skills to apply to
personal and business problems and operations. Students through this technical standard will:
 Use algebraic and geometric operations to solve problems.
 Use common international standards of measurement in solving problems.
 Analyze and interpret data using common statistical procedures, charts, and graphs.
 Use basic mathematical operations to solve problems.
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 Understand basic concepts of banking and financial systems.
ACCOUNTING FRAMEWORK: The mission of teaching Accounting will be to develop skills in preparation for
the further study of accounting or for the application of basic accounting principles to entrepreneurial ventures or
small business ownership. Students in the Business Cluster will:
 Understand and apply basic procedures in the accounting cycle.
 Understand and apply the accounting process according to generally accepted accounting principles.

Assets.

Liabilities.

Owner’s Equity.
 Understand, prepare, interpret, and analyze financial statements.
 Apply appropriate accounting principles to various forms of ownership, payroll, and income taxation
systems.
 Use automated accounting procedures to apply basic accounting principles.
 Research careers and apply skills needed for initial and continued employment in the accounting world.
LEADERSHIP TRAITS/HABITS FOR EMPHASIS:
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Dependability (e.g., attendance, punctuality, tools, deadlines).
Self-discipline (e.g., correct technique, working with distractions, paying attention, respect for equipment).
Following oral instructions.
Following written instructions.
Problem-solving techniques.
GRADING SCALE:
GRADE
A+
A
AB+
B
BC+
C
CD+
D
DF (Attempted)
F (Not done)
POINTS
12.0
11.4
10.9
10.7
10.2
9.7
9.5
9.0
8.5
8.3
7.8
7.3
3.6
0
PERCENT
98 - 100
92 - 97
90 - 91
88 - 89
82 - 87
80 - 81
78 - 79
72 - 77
70 - 71
68 - 69
62 - 67
60 - 61
0 - 59
0
GRADE SUMMARY:
Based on total points:
Leadership
Study Guides
Chapter Problems
Chapter Tests
Reinforcement Activities/Tests
Unit Objective Tests
Unit Problem Tests
CLASSROOM RULES:
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No eating or drinking in the classroom.
Be in class before the bell rings.
CHS attendance policies will be followed.
Cheating—1st offense=failure on assignment, parents notified
2nd offense=referral to administration
Note: All students involved will receive the same consequence(s)
If you are absent, it is your responsibility to find out what you missed.
You are allowed the number of days absent (ex.) plus one (+1) to turn in the missed work—work not turned
in by the deadline may receive a 0.
Quizzes and tests are open book; notes are allowed.
RESOURCES:

Text: C21 Accounting 9E, Multicolumn Journal, Chapters 1-24

Web: www.c21accounting.com


Online Workbook: www.aplia.com
FBLA Event Prep Web: winningedge.swlearning.com